Medical Scientist Training Program

项目总结 宾夕法尼亚大学的MD/PhD和VMD/PhD项目分别于1958年和1969年建立，并联合 作为一个单一的医学科学家培训计划在1977年。该项目目前招收218名医学博士和22名博士 VMD/博士生，其中95%符合培训补助金条件。项目指导由敬业的团队提供 自2014年成立，最近有一位经验丰富的医学教育工作者加入 协助项目评估。我们的主要目标是识别、培训和指导一批不同的杰出人才 医生-科学家，他们将成为生物医学研究和转化医学的领导者，以及 成功的临床医生、榜样和导师。为了实现这一目标，我们建立了灵活的、以证据为基础的 将研究和临床培训结合在一起的培训计划，为同时使用两者的职业生涯做准备。宾夕法尼亚大学 机构承诺体现在每年提供资源、丰富活动、 以及对项目管理的支持，以及重视医生-科学家的机构文化， 支持多样性和包容性，促进科学严谨和安全的学习环境，并期待良好的 师徒关系。宾夕法尼亚州立大学医学博士、医学博士和医学博士研究生均可入学。 录取决定是全面的，强调研究经验、创造力和对内科科学家的承诺。 事业和学术成就一样重要。达到学位的平均时间为8.1年。有12家附属公司 研究生课程：7个生物医学研究生课程，外加工程、经济、化学、历史和 科学社会学和人类学，并在适当的时候增加更多的协议。多元化的培训 教职员工包括161名初级和高级科学家和内科科学家，其中包括3名NIH内部调查人员 他们在宾夕法尼亚大学担任兼职教职。制定了获取和保留培训教师的政策 成员资格和解决冲突。每个学生的个性化课程强调整合 临床和研究培训，负责任的研究行为，科学严谨性和重复性，以及 师徒关系。它还包括1年级和2年级由MSTP指导的课程，研究生期间的临床联系 学校，在最后一年回到研究，因为我们的责任不会随着毕业而结束， 移交课程，该课程指导学生选择对医生和科学家友好的住院医生和 事业。完成进一步培训的应届毕业生中有81%受雇于学术中心， 研究机构、生物技术和制药行业、美国国立卫生研究院和联邦机构。大多数人都有 来自国家卫生研究院和其他来源的研究资金。我们未来5年的目标包括：1)促进 下一代医生-科学家，2)帮助实习生探索医生-科学家职业选择 除学术界外，3)管理总培训时间的上升压力，4)提高指导技能 教职员工和实习生，以及5)扩大我们增加多样性的成功努力。这些目标与 定义成功的结果准则和其度量将支持持续改进的逻辑模型。

Project summary The University of Pennsylvania MD/PhD and VMD/PhD programs were established in 1958 and 1969, and united as a single medical scientist training program in 1977. The program currently enrolls 218 MD/PhD and 22 VMD/PhD students, 95% of whom are training grant eligible. Program guidance is provided by a committed team of faculty and staff that has been in place since 2014 and was recently joined by an experienced medical educator to assist in program evaluation. Our primary goal is to identify, train and mentor a diverse group of outstanding physician-scientists who will become leaders of biomedical research and translational medicine, as well as being successful clinicians, role models and mentors. To meet this goal, we have established flexible, evidence-based training plans that integrate research and clinical training in preparation for careers that use both. Penn's institutional commitment is reflected in a large annual investment that provides resources, enrichment activities, and support for program administration, as well as an institutional culture that values physician-scientists, supports diversity and inclusivity, promotes scientific rigor and a safe learning environment, and expects good mentorship. Admission is open to recent college graduates and current Penn MD, VMD and PhD students. Admission decisions are holistic, emphasizing research experience, creativity, and commitment to a physician-scientist career as well as academic excellence. The average time to degree is 8.1 years. There are 12 affiliated graduate programs: 7 in Biomedical Graduate Studies plus Engineering, Economics, Chemistry, History & Sociology of Science, and Anthropology, with protocols to add more when appropriate. The diverse training faculty includes 161 junior and senior scientists and physician-scientists including 3 NIH intramural investigators who hold adjunct faculty appointments at Penn. Policies are in place to acquire and maintain training faculty membership and to resolve conflicts. Each student's individualized curriculum emphasizes the integration of clinical and research training, responsible conduct of research, scientific rigor and reproducibility, and mentorship. It also includes MSTP-directed courses in Years 1 and 2, Clinical Connections during graduate school, Return to Research in the final year and, because our responsibilities do not end with graduation, the Hand Over Curriculum, which guides students in the selection of physician-scientist-friendly residencies and careers. 81% of recent graduates who have completed further training are employed by academic centers, research institutes, the biotech and pharmaceutical industries, the NIH, and federal agencies. Most have research funding from the NIH and other sources. Our objectives for the next 5 years include: 1) fostering the next generation of physician-scientists, 2) assisting trainees in exploring physician-scientist career options in addition to academia, 3) managing upward pressure on total training time, 4) improving mentorship skills for faculty and trainees, and 5) extending our successful efforts to increase diversity. These objectives are linked to an outcomes rubric that defines success and a logic model whose metrics will enable continuous improvement.